Justice as Profession

The vocationally oriented philosophy of life of prospective and trained
jurists as well as prospective teachers.

Topics: 1. The following questions were posed to all respondents:
attitudes to the economic and political order of the FRG; the
unemployed as a danger to social order; attitude to private property;
judgement on the FRG as a democratic state under the rule of law
(scale); limits to freedom of the press (scale); areas of necessary
reforms; attitude to demonstrations, strikes, civil disobedience and
use of force (scale); basic attitude to people as good or bad beings;
judgement on the moral upbringing of youth today; institutions that
should be strengthened; attitude to church; priority of national
interests or personal freedom; guilt and compensation in the
thalidomide case; judgement on ex-convicts; law and practical justice;
attitude to legal advice centers for the needy; preferred way to fight
against crime; consideration of social points of view in administration
of justice; attitude to a dignified external appearance in the
administration of justice in the form of lavish buildings and symbols
in trial rooms; image of others or self-image of the jurist (scale);
attitude to compensatory education in school; judgement on emotional
behavior of teachers and jurists; personal social conduct and mediation
of cases of conflict; personal work style and significance of a clear
organization for written work; occupational goal and occupational
perspectives; jurists in one´s family; judgement on studies in general;
self-assessment on a left-right continuum; interest in college
policies; originally desired studies and change due to restricted
admission.

Also encoded were: identification of interviewer; place of interview;
date of interview.

2. Additional questions for high school graduates intending to study
law: interest in an honorary activity in a legal advice center;
attitude to the coaching system; demand of the study of law; intended
career.

3. High school graduates intending to study secondary education:
occupational goal.

4. Law students: besides the questions of the general part also the
questions for law high school graduates were posed to the law students
and beyond this the following questions: perceived shortcomings of
university law education; judgement on the need for reform of law
education (scale); judgement on the practice orientation of the
education; satisfaction with studies; expected resistance to a reform
of the course of studies.

5. Students of secondary education: judgement on shortcomings in the
university education for prospective teachers; judgement on the need
for reform of the studies of prospective teachers; judgement on the
practice orientation of the education of prospective teachers; expected
resistance to reform of the course of studies.

6. Legal trainees as well as judges for a probationary period and
lawyers: willingness to perform an honorary activity in a legal advice
center; attitude to the coaching system; judgement on the shortcomings
in the jurist education; assessment of the need for reform of legal
education (scale); satisfaction with studies; expected resistance to a
reform of the course of studies.

7. Student teachers: judgement on the shortcomings in the education of
prospective teachers; assessment of the need for reform of the
education of prospective teachers (scale); satisfaction with studies;
expected resistance to a reform of the course of studies.

Demography: age; sex; marital status; number of children; religious
denomination; frequency of church attendance; school education;
commuter status; residential status; degree of urbanization; state.